BETT – Wednesday 25th Jan 2017

For the first day of BETT it was amazing and there was a buzz in the air in relation to seeing the seminars, discussions and demonstrations that were around the conference.

Secondary Learn Live stage – Using Cutting Edge Technology to Drive the Strategic Leadership of Student Behaviour (session by Jon Tait)

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The case study from Acklam Grange School demonstrated effective use of data in relation to leadership and organisation effectiveness. The big data that the school collected lead to the understanding of issues, rather than firefighting, to see the trends, sub groups, student behaviour and outcomes all based within the use of the VLE and other school systems and technology.

They used the following technology to help implement a long term sustainable strategy to combat behaviour:

  • Classcharts (software/app) – it creates seating plans and pulls information from the LMS and other systems through. It is a behaviour management tool where you can give and remove points from students, attached praise or negative behaviour, flags up specific issues, change the seating plan to put people next to others who may benefit overall class behaviour etc.
  • VLE – class statistics, engagement
  • Registers – attendance

After using all these technologies combined with each to create a forensic behaviour analysis and map students progression throughout the year.  The results showed that:

  • Their Ofsted rating increased
  • Behaviour reduction in exclusions by 98%
  • Results up by .6p 8

The overall takeaway from this session was considering how your institution uses data and would better student behaviour lead to improved, results, retention (both staff and students) and morale (both staff and students) Which if data is used effectively, according to this study, could be a vast improvement on what you already have. It’s just understand what the data is for and how it’ll be used.

Primary Learn Live stage – Wall to Wall Learning: Developing Collaboration and Showcasing Student Digital Creations (session by David Whyley)

This was specific to a smaller campus environment, and used the idea of an installed digital wall to display students digital work in real time. The idea being that it would give the student work a place rather than being stored away on a file on some networked drive somewhere, never to be seen again.

The simple installation of the wall and connecting every digital device to it, so that any work done could be displayed, lead to unforeseen results for the students.

What happened in relation to learning theory?

  • Students had ownership of work through the display
  • Communication skills developed, due to discussions about work posted
  • Social and organisational skills developed as peer to peer learning took place
  • Emotional skills developed due to group activities, reactions to works, peer to peer learning  etc.

While I enjoyed this session it is something, for this academic year at least, that would not be feasible due to monetary needs. Thinking through how it would work at F.E would it be more based on digital signage rather than students assignment work? Or could it be used for in class tasks and activities, such as a place to put the student work done on apps (Sparks Video, Pic Collage etc) which usually would be lost to the ether.

BETT Stage – HundrED: Bringing Innovation in Education up to Speed (session by Kate and Saku)

This was one of the main stage sessions at BETT and was brilliant in it’s thinking. It’s 100+ free resources and innovative ideas for education (can be found at www.hundrED.org )

The reason for it being a free resource is that the world is changing faster than the educational institutions and infrastructures can keep up to. This is due to faster digitalisation, globalisation and climate (social and economical) than previously seen before.

With the free resource it means that what happens in the classroom, with best practice, is shared between different countries, institutes and teachers instantly or quickly. It’s no longer kept in the classroom and doesn’t go anywhere.

A similar initiative was launched in conjunction with it called Global Oneness (it can be found at www.globaloneness.org )

As the plethora of resources is so vast I would suggest checking out what’s on offer and potentially joining in as an ambassador to collect in a specific topic. Think about creating resources on topics/subjects/skills which can be saved simply by sharing best practice and innovations in that area. Potentially saving skills and skill sets which previously may have died out.

H.E Learn Live stage- Learning to Fly  ( session lead by Dom Pates and Dr Sikora)

The premise for this case study was based into student work flow, student attention and infrastructure affects on learning. This was done using aviation students and teaching rearranging the learning experience for teaching them how to fly using remote guest lectures, flexible learning spaces with node chairs, web cams with mic to pick up the whole room, and used the connect app for text questions with the guest lecturer and with the tutor.

The feedback from the study had it’s positives and reworks. The main result found from the study was that it was labelled as inspiring from both the students and the tutor, both sides were keen to do it again as a form of teaching and learning. The students also enjoyed the  insight into the industry that they might previously not had, due to the web cam and remote guest lecture. However there were a few cases where the students and the tutors would have preferred more interaction with each other, not necessarily as a feedback tool but as an interactive learning experience. The evidence was qualitative and based on the ‘flow’ of work, this was measured through the students interactions as it was found that students wanted to talk and keep interacting in the more successful sessions.

Tips learnt from Case study included having the technical issues ironed out, the IT infrastructure, technical know-how and support needed to be in place for the tutor, as when this faltered it affected the students’ attention and therefore work flow. However it was also found that having the technology ‘hidden’ or embedded increased flow for the students as it enables rapport and ease of interaction.

Tips and Takeaways from the session:

  • Get feedback
  • Embed tech
  • Break up a talk
  • Record the session (reflective learning resource – student and tutor)
  • Wherever possible, make learning an experience not just a traditional regurgitation of information
  • Build Interaction into remote guest lectures from the beginning, helps with the flow of learning
  • Hide the technology (don’t make it obvious) embed the tech so it’s just part of the experience.

The session was brilliant in thinking about how learning is about the students’ experience of learning not just how to the tutor regurgitates information. It was also great to see that on some level we already take this into account with our learners here at the college, though there are a few takeaways to take back too.

H.E Learn Live stage – How the iPad Contributed Towards a Vision and Plan of Paperless Teaching and Learning Environment:

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This was a fantastic look into how slow TEL progression can lead to big TEL changes, and it all started with iPads in this case. It started with one tutor and one lab group and naturally scaled up bit by bit, with a small natural push from their TEL team.

Summed up they swapped lab books for iPads in their lab environments, and from this smaller changes occurred where more people used them and then found different ways to use them (flipped learning etc)

Overall it saved the institution £30,000 on printing costs and lead to more interactive lab books being created due to the different abilities an iPad offered over traditional pen and paper. The main takeaway was to concentrate on one thing, do that right and then build on it as it will naturally evolve bit by bit. Technology for a reason not a trend, don’t throw anything at the wall and see what sticks, but go in with one thing and do it well.

It was a brilliant reflection of how TEL does progress within an educational setting when it is allowed to grow and done well, rather than moving from one trend to the next. Fantastic to see how they broke down the initial barriers by rewording and giving sound logic and reasoning as to why that specific piece of technology should be used and from there grow the digital literacy of the students and staff by embedding the technology.

H.E Learn Live stage – Ensuring Technological Plurality through Effective Learning Design

I got somewhat lost in this session, as multiple models were produced and disseminated, thinking about it I wished I’d taken more pictures of the theory models!

However the main bit I can remember, and looking back through my notes, is that when creating a TEL learning theory model and effective learning design keep the following points in mind:

  • generic terms, not specific apps. This is due to the rate in which apps change, the functionality will be the same or similar ( a presenting app for example) but the name will be different.
  •  verb structures and semantics matter. The language which is used can provoke different responses within colleagues, so it’s best to use focus groups and discuss wording of theories with different colleagues.
  • Don’t overload it with information, keep it simple and easy to follow and always keep in mind what the reason for doing it is.

Overall Design tips:

  • Visualisation is key
  • Collaborative effort
  • students broader HE experience – it’s not just about learning academically at university it’s also about learning socially, emotionally etc.

Takeaway:

  • Anticipate, plan and use technology n the pursuit of learning outcomes
  • Download taxonomies and share ideas.

The session itself from the design side of it was informative, we’re currently designing a new TEL learning model at the college and it’s great to see we’ve already thought about a lot of these issues. However with it’s continual development this has been a key experience and informative session to take back to the team.

H.E Learn Live stage – Transforming Higher Ed with Mircosoft Hololens (session by Microsoft)

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The geek in me wanted to go and see this, it wasn’t disappointed. Though the Hololens was not presented to show the exact nature of the product, I was impressed with the amount of workable, varied and education based real life case studies were presented in using the Hololens currently in education both at F.E and H.E level (the case studies are American based but in the loose translation over from their educational system to ours they came out as F.E and H.E).

The following case studies were given (the Microsoft Hololens is Partnered with Pearsons educational packages) :

University of Washington in Seattle – Keeping students up to date in the future gaming and computer industries. Keeping the students up to date with technologies that are already used in industry.

Western Reserve University – Used for a biology interactive package to help students learn the human body.

Clackamas Community College – Automotive Department, teaching subjects and ideas that are complicated without 3D representation.

I was also intrigued in the idea of mixed reality, I had scheduled to go to the VR sessions on the Thursday so was interested to see how the progression of this type of tech worked. The idea being that reality is on a scale, as shown below:

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The idea of mixed reality seems to lie in the nook between Actual Reality and Augmented Reality, while using elements from each stop on the reality scale.

This is the next step from AR and VR to mixed reality, it may be a while off becoming available to the wider educational community, but it is definitely on the horizon. Again the point of the technology is for learning, the case studies circled back to the idea that its technology for learning not learning for technology. I look forward to seeing it in education and in the wider environment in the future!

F.E Learn Live stage – Empowering Teachers to Create Bespoke e-learning resources (session by Jonathan Hills)

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This session was an interesting insight. I’ll admit the title was rather misleading, for me, originally my thinking was that the tutors would be creating the resources, however this was not the case.  The concept was that tutors would write down the content and what they wanted, based on a template designed, and give that to the e-learning team for that college to develop, which in itself is common sense but at the same time very clever.

The barriers to tutors learning new technologies and creating learning resources can be summed up as:

  • Time – learning materials are time consuming to make in the first place
  • Knowing where to start – trial and error in how to make the learning materials
  • Lack of technical expertise – tutors are experts in their area but not necessarily with ever changing technology

Having a storyboard template for tutors to use means there is a guide for them to then build upon, which means that the tutors time is not wasted in thinking of the how’s but rather the whys and what knowledge. It also means that when the e-learning team is developing the learning materials they know exactly what is wanted, how it’s to be presented and what the outcomes for the learners should be. It also means the correct content is there to input and create into a learning material, as tutors are not technical experts neither are e-learning teams experts in Maths, English, Science etc.

The overall takeaway from this as an E-learning Developer was the template created was basic but effective, it kept the instructions easy to follow for the tutor and easy for an e-learning team to do the technical bit to develop content into a learning material for the tutor. This is definitely something we’ll be using here!

To keep the overall conclusion short and sweet, everything from this day can be summarised in these key points:

  • Technology for learning not learning for technology – don’t use it just because it’s there, think why are you using it?
  • Use your e-learning team – They are experts in their fields and are there to support tutors.
  • Why Big Data? – if there’s a problem, can big data solve it and why are you collecting it in the first place?
  • Collaboration is Key – In this digital age with the wealth of information out there, sometimes it’s good to share and there is no catch.
  • Paperless – Go paperless, it’s cost effective!
  • Embed technology – don’t make it obvious, embed the technology so it’s just part of the experience.

~ LP

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